Week 8

This week we went through our assignment 2 but particularly Allan went through assessing and reporting , as teacher this is a crucial part of student learning and is stated all syllabuses.

These are a few factors we must consider as teachers when assessing and reporting which include:

•is an essential and integrated part of teaching and learning
•reflects a belief that all students can improve
•involves setting learning goals with students
•helps students know and recognise the standards for which they are aiming
•involves students in self-assessment and peer assessment
•provides feedback to help students understand the next steps in learning and plan how to achieve them
•involves teachers, students and parents in reflecting on assessment data.
Below is the Assessment Rubric we came up with for the Food Technology Novelty Cake (Food Technology Novelty Cake)
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Week 7

By this time we had only 2 people in our group. We went went through the Design Brief,  Allan went through on what a Design Brief and told us to work in our groups to develop a design brief for our particular unit. Below is the Design Brief and the links to the student support documents.

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Here is the link to the Design brief document: The Healthy Bite (1)

Below are the Student support documents:

Nutrient

MGDB1[1]   MGDB2[1]  MGDB3[1]

We were also told to do a scope and sequence for the unit. Link is present below:

Week-by-week_Scope_n_Sequence

Week 6

This lesson we concentrated on Product,Presentation and performance  This  was a key thing I learnt today from Allan. From each lesson the student must have some sort of organised content or a ‘memory’ they have to take home. after this lesson I have applied this concept to all my lesson plans.

PRODUCT: a safety poster

PRESENTATION: after students research they present there finding about safety in the kitchen.

PERFORMANCE: could be a a safety role play

Below are the portfolio activities allocated for this week.

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Below is a reflection template on the memory game I created last week. Reflection is an vital part of being a teacher. I believe we are all called to be reflective practitioners. This was a great way to do this. Also in my lesson plans in last week blog there is a section in the lesson plan to ponder and reflect about the lesson. This way you can improve as a teacher to see what works and what doesn’t , otherwise if the reflective process doesn’t occur as a teacher you will be fixed in the same spot rather that moving forward and growing as a teacher.

Memory Game Reflection Template_2011

Week 5

I walked into class sick as a dog and with minimal energy. The class wasn’t the same Allan didn’t have his usual clean ad ordered desk, instead there was all these bits and pieces of objects, objects such as garbage bags, paper cups, whisks, a bowl and safety helmet etc. My reaction: was HUH?

However there was a great reason for all this clutter. We were told to break up into groups and use only a few items and create a role play that goes for 5mins. However the role play had to be about safety in our particular method, for me it was Food Technology.

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Below is a snapshot our groups memory game, below is the link to the document

memory game food

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Also this lesson was when our Assignment 1 due, below is a link to both lesson plans that I did.

food technology lesson -Theory

Food technology lesson-Practical

Week 4

This week we got together as a group and attempted to complete a model lesson plan from this unit. By this time we had already lost one group member and were on the verge of loosing another. My stress levels were rising hearing this news.

As we didnt get through the whole lesson plan and for my first assignment I didnt do this topic the lesson plan drifted away as we both did different focus areas for or assignment one.

However this is what I came up with…

Assess1_Lesson_Plan_Template_2013

Week 2

Today Alan briefly reviewed what we did last week and stated what he expects us to accomplish today. By working backwards as teachers we can assure that our students are on the same page as us and then it gives us the confidence to go forward.  We touched on the “backwards design” which as teachers we must know the desired results that we wish to achieve, determine the right evidence( how will the teacher know if the students have achieved the desired results) and then planning learning experiences and instruction as a teacher how are we going to deliver the content and in what sequence and order.

We went through week 1 review document and answered some questions.

Below are some of these questions Alan asked us and answers we discussed as a class:

What is distinctive about your TAS Syllabus?

Combination of practical and theory

Rationale

Example: Farm to fork concept (we don’t only study about food and the food industry but how other industries overlap into our industry or vice versa)

How does the syllabus link to the contemporary world and current practice?

By students engaging in practicals or project based work and gaining knowledge through theoretical work.

Are the statements made in the syllabus still relevant today? Yes, No, Why do you believe this to be the case?

Yes, as the rationale makes links to day to day issues nowadays and also it is quite broad.

What appears to be the fundamental difference between Stage 4 and 5 outcomes? What in the outcome statement provides you with the evidence to make this judgement?

 Cross Curriculum Content addresses issues, perspectives and policies that will assist students to achieve the broad learning outcomes that were defined in the K-10 Curriculum Framework upon which all Stage 4 and 5 syllabuses have been built. How can you integrate (Aboriginal and Indigenous culture and ICT) content areas into your units?

ICT- we can do similar blogs get the students to write a blog about their weekly eating habits, or class blog on their views about current food related issues in Australia and around the world.

Aboriginal and Indigenous culture: educate about bush food and look into how they preserved there food, how they transported there food and the nutritional benefits. Back then how did they process there food? Did they process food? It’s good to throw question s out like that to the students to get them thinking from what happened there? Also how sustainable the Aboriginal and Indigenous people were?

As we completed this task I was feeling quite overwhelmed and a little stressed, I believe it hit me how fast time is going and how precious time is and how much we need to know in a short period of time. Using technology to write up my notes in class was a risk I wanted to take in order for me to get into a habit of stepping out of my comfort zone and being able to adapt to the ‘new way of thinking and doing things”. As I was typing up notes it kept shutting down on me and I ditched the Ipad and brought out the trusty old notepad, you know that white piece paper with blue line marked across the page? Not many people remember they exist. Hahaha!

I really liked how Alan explained his teaching tactic whilst teaching us. Basically when giving a task or discussing a topic with your class give some answers to get the discussion going and to help the struggling students get an idea of some sort of what is going on. I really admired this tactic especially when you ask a struggling student a question it will boost their confidence and help the thinking process kick off. As a teacher by doing this we can encourage them. Even as teachers we get a brain freeze.

Our next activity was to dive into unit work. We were spilt into groups in our teaching method and were told to go into the NSW curriculum support website and to look at a example of Unit work done by different Schools. We chose Gilgandra High School and the unit was Food Selection and Health.  Below is the link of the unit of work from Gilgandra High School:

Sample Unit From Curriculum Support

We broke down the Unit planning like this:

BIG IDEA

                                                        QUESTIONS

                                                            TASKS

Then we broke it down further:

SYLLABUS

UNIT OF WORK

QUESTIONS

TASKS

LESSON PLAN

As a group this is what we came up with as a draft:

Big Idea: How does food selection effect our health?

Questions:

  1. What are the three functions of food?
  2. Identify and label parts of the body where digestion occurs.
  3. Create a flow chart describing the processes involved in a particular digestion.

These questions were extracted from the syllabus, we chose these questions so that we students could apply there knowledge. For example learning about the process is good, but knowing whereabouts in the body it happens is vital. I believe students being able to see it visually helps it to stick in there memory.

Below is a brainstorm map we formed as a group stating the outcomes we expect from the student and the various questions.

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Now that we had completed this task of the Big idea we constructed a simple unit overview

 

Below are some activities we were told to complete in order to understand how  theorists Bloom, Gardener and De Bono looked at different issues in learning and teaching to help  improve teaching methods.  below is the link.

Theories in Education